All Saints Pre-School Runcorn

Inspection of All Saints Pre-School Runcorn Runcorn All Saints C of E Primary School, Church Street, RUNCORN, Cheshire WA7 1LD

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children arrive at this pre-school happy and ready to learn. The warm and friendly staff form strong bonds with the children and their families. Children separate from their parents and run into the setting with confidence and delight. They quickly engage in their choice of exciting play activities that staff have planned for them.

p.2

The provision is good

Leaders and staff have the highest ambition for all children. Children, including those with special educational needs and/or disabilities (SEND), children who speak English as an additional language, and children in receipt of additional funding, are well supported. The accurate use of assessment, together with excellent partnerships with external agencies, means that gaps in children's learning and any specific needs are identified early and acted on quickly. Leaders and staff plan individualised learning for all children to ensure that they make good progress for their future learning.

p.2

The provision is good

Children are respectful of each other and demonstrate high levels of resilience. For example, on the day of inspection, a child worked incredibly hard to build a tall tower of bricks. He skilfully carried it around to show his friends. When it toppled over, his friends helped him to rebuild it again. This demonstrates that children recognise and show high regard for the achievements of others.

p.2

need to do better?

n Leaders and staff have carefully considered the learning environment to meet the individual needs of children. Additional funding has been used to enhance the newly developed outside play area. Children benefit greatly from being able to make choices in where they want to play and learn. Furthermore, leaders and staff have worked with their local authority to enhance the provision for children with SEND. n There are effective arrangements in place to best support staff to continually improve their practice. Staff undergo professional training, which has a direct link to improving outcomes for children. For example, staff learn about 'superhero' play. Children put on their costumes and use their 'kindness super strength' in their play. Staff comment on the impact that this new play has had on helping children to regulate their behaviour. Staff say that they feel well supported by the manager and the trustees, and are determined to provide

p.2

need to do better?

children with the best start in life. n Staff use an extensive range of strategies to enhance children's communication and language. For example, they use visual signing and picture-based communication systems to build children's attention and listening skills. Staff extend children's vocabulary. They discuss with children why flowers are closed and why they need water to grow, while the children draw still-life paintings of

p.2

need to do better?

6 March 2024 daffodils. Consequently, children are learning to communicate with confidence and are building their language structures. n Staff carefully plan and resource many opportunities for children to be physically active inside and outside. They start their session with a vigorous wake-up, shake-up song, which they thoroughly enjoy. Children use their hands to squeeze lemons and add herbs into their play dough, and they work hard to kneed it all together. When outside, staff support children to practise their balancing skills and climb apparatus to help to develop the children's small- and large-muscle strength. n Staff support children to develop an understanding of some mathematical concepts, such as colour, number, and shape. However, staff do not provide children with opportunities to learn about and understand wider mathematical skills, such as weight and volume. This means that children are not consistently

p.2

need to do better?

developing a base knowledge of mathematics to support them in their next steps for learning. n Staff promote children's personal, social, and emotional behaviour well. Children independently manage their own self-care needs, such as going to the bathroom. Staff support children to understand their emotions through using a range of positive strategies. For example, some children use visual sand timers to understand when it is their turn. When minor squabbles occur, staff remind children to use their words to tell their friend how they are feeling. Children are learning to regulate their behaviour and resolve issues for themselves. n Parents and carers are extremely complimentary of this pre-school. They talk repeatedly about how leaders and staff have worked tirelessly in supporting them to access external support and funding for their children. Furthermore, they comment on the significant progress that their children have made, and

p.3

need to do better?

how they are well prepared for their next steps in life.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n provide children with opportunities to develop their wider mathematical knowledge and skills.

p.3

Setting details

Unique reference number EY497824 Local authority Halton Inspection number 10311966 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 33 Number of children on roll 32 Name of registered person All Saints Pre-School Runcorn C.I.O.

p.4

reference number

Telephone number 01928575753 Date of previous inspection 17 April 2018

p.4

Information about this early years setting

All Saints Pre-School, situated in Runcorn, re-registered in 2016. The pre-school employs four members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 and above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8.45am until 11.45am, and 12.15pm until 3.15pm. The pre-school provides funded early education for two-, three- and four- year-old children.

p.4

Inspection activities

n This was the first routine inspection the pre-school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning.

p.5

Inspection activities

n The inspector carried out joint observations of group activities with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector spoke to several parents during the inspection and took account of their views.

p.5

Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.5

Inspection activities

6 March 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6